text:
Red Bull Ring Pre-Event Pres Conference Notes
By Chase Winstead
The pre-event Press Conference got some tongues wagging ahead of the myWorld Motorrad Grand Prix von Österreich on Thursday at the Red Bull Ring, with reigning Champion Marc Marquez (Repsol Honda Team) joined by key rival Andrea Dovizioso (Ducati Team), Valentino Rossi (Monster Energy Yamaha MotoGP), Jack Miller (Pramac Racing), Cal Crutchlow (LCR Honda Castrol) and Pol Espargaro (Red Bull KTM Factory Racing) to talk everything from testing to rumours to races and a couple of things in between.
First to speak was Marquez, the man who has won at every track except this one. The Brno Test was on the agenda first, and then the weekend ahead…
"Yeah of course after Brno we have Monday test and little bit like every Monday test, everything worked well and the grip was amazing at the end of the day. This can be confusing but apart from that, we tried the important things in the morning and it was a good test for us. Now I'm looking forward to this Austrian GP, the Red Bull Ring; a circuit that I like, a layout that I like. It's the only circuit I haven't won at in the past, we will try to be ready again to fight for victory. I think all the competitors, not only Ducati but also Yamaha and Suzuki can be very very strong and lets see where we can fight on Sunday."
The stats would suggest for the win. So as the number 93 continues to break records – he recently took his 50th premier class victory – does he look at the numbers?
"Of course the stats are important. Not the most important but for me the Championship is more important than the statistics but if you have good statistics it means you're working in a good way. You are working, improving and yeah to see your name around or between these legends is amazing so I don't want to think a lot about it, continue with the same mentally and ambition and enjoy it on track, this is the most important."
Next up was Andrea Dovizioso, who won at the venue in 2017. Ducati have reigned since its return to the calendar and the Italian could be an early solid bet for the win – but Marquez DID finish ahead of him last year. Dovizioso first debriefed Brno, and then looked ahead at Austria.
"I'm happy. From the first practice the speed was there. Me and Marc did a really, really fast race. We pushed really hard for a lot of laps, so it was nice. The test was really good. The feeling with the bike was good. We tried some material which was interesting as it's important to try new material to understand better the future. In the afternoon the grip increased a lot and there were a lot of fast riders, but we were focused on comparing with the old material. The feeling was good, I'm confident after Brno and we want to continue the victories of Ducati here. But we know how difficult it will be with Marc like he is and already last year he finished ahead of me. It'll be hard to stop him but it's our goal, we want to stop him.
"We have more points than last year and we can also have more points with the bad luck of Barcelona. The problem is that Marc has more points, so it's difficult. We're not too far away though, like Brno. We couldn't finish the race with him unfortunately to make a battle, but we had a good pace so I'm happy.
Valentino Rossi, meanwhile, is also positive about Brno, although a little more tempered.
"In Brno was a bit better for me compared to the last races for sure. It's not fantastic, we aren't very happy for the sixth place but during the weekend I could ride the bike in a better way and we improved the balance, the setting, this is not so bad."
And the test? "On the Monday we had something interesting to try, we had the first touch with the new prototype of the bike. Doesn't change a lot, something different especially in the engine, some different settings. But it was good to start the work because it was just the first touch but we need time, it was good to see what was better and what was worse and we can work in a better way. In the end Monday was quite positive."
Jack Miller was next on the mic. The Pramac Racing rider was back on the podium at Brno and it gives him a good springboard to try and move forward at the Red Bull Ring.
"It was nice to be back on the box as it'd been a while since Texas. This one felt a little more special as nobody crashed around us, I had to fight for it right to the end. It was really nice to be back in the company of Marc and Dovi; and especially after Assen and Sachsenring where I struggled a lot. I had a good feeling going into there even though I hadn't had the best luck there in the past. I've had some bad luck here too so I'm looking to turn it around."
And the test? The Australian explains he had an update even before the Monday at Brno. "I feel the bike is in a good place, really comfortable after I had a chassis upgrade for the race in Brno. Did a check in the Test with a heap of tyres. The track is always ten times better on a Monday and there's always a lot of Monday heroes trying to win the trophy of being top of the timesheets, so it was funny to watch that at the end."
The Australian also addressed some of the rumours heading round about 2020 – explaining the situation from his side. "I thought we were waiting on paperwork but clearly that's not the case, there might be something else behind it I don't know yet. We'll see once Jorge comes back from the Maldives or wherever he is now, and we'll find out what I'm doing. At the minute, I'm just trying to do the best I can do, I'm not stressed. I feel if I keep riding like I am, I'll be here next year and we'll just see where."
Next up was Crutchlow, who wasn't far off the podium in Austria last season, but the Brit first rewound to Czechia.
"We know that starting at the front of the grid is always a lot easier. It was difficult to make up more places at Turn 1 because of the wet patches. I never had the balls of Jack or Marc in the qualifying on Saturday, I did put the slicks in but I couldn't go any faster, I kept finding myself on the water. I need to qualify better, it's as simple as that. The front two rows, I probably could have got a good start and been there at the start of the race. But as Valentino said in the last three or four years in Brno we've been battling together, I had to try and come across the gap, I never made it and I finished fifth its as simple as that. Hopefully we can have a better result this weekend and try for the rest of the year."
And the test? Crutchlow explained his thoughts on that and his recent feeling with the 2019 Honda.
"First of all I think Honda are doing a good job. They're bringing stuff for all the riders to try, I think me and Marc seem to be on a similar programme and Stefan maybe riding something else as well which is good because you get the information from all the riders. But in Brno I did try that chassis, I don't know whether I will use it this weekend or not I'm not too sure, I don't know of the feeling was good enough to use it or not. Over the last few races I felt better with our own bike, the standard bike we have this year, I see no reason why we can't continue working with that bike. Even if we don't feel fantastic with it, it seems I have not too bad pace with it at certain points. As I said I finished fourth last year so there's no reason why we cant have a good weekend and get to the front."
Finally, it was time for the hometown hero – after a fashion. Pol Espargaro has been a consistent scorer (a perfect record so far this season) for KTM and shown some impressive pace, and now, of course, it's time to do that on the factory's home turf.
"It's been a great year. From the beginning we aren't achieving the results of these guys alongside me but we tried to focus on being fast but also consistent. It's the only way at the moment to be in a good position in the championship. There's a lot of good riders and good bikes. I've been quite consistent, trying to do good sessions and then trying to be consistent in the race. Good starts, our bike is super-fast off the start so it allows us to do good first laps, and then set us up in a good position in the beginning to then fight against the guys trying to overtake me later in the race. Looking forward to this weekend. I'm looking for a little bit more. I couldn't race here last year so I'm looking forward to it.
"To race here is special. Everyone sees the track and the atmosphere, it's an incredible circuit. KTM's base isn't far from here. I know that all the stands will be full of orange, cheering for us. So, after watching it on TV last year and meeting a lot of people from the factory and to have in the stands people that work on my bike, it will be super nice, so I'm looking forward to it.
Fully fit this season as opposed to the heartbreak of sitting on the sidelines in 2018, he repeated the positivity of how the program is going for KTM, who've made huge leaps forward since their debut.
"We're looking to have good races in normal conditions where everyone finishes. Where we can be fighting with top guys at the end of the race, which is difficult as the bikes are at very good level. We need to remember sometimes it's just our second year and a half with a brand new bike. Already what we're doing is pretty interesting. For sure I'm the first to want to fight for podiums and the championship but at the moment it isn't possible, so we will continue working like we are because I don't think we're doing too bad."
A podium and a front row have now been ticked off for the Austrian factory, but it's the gap to the front they largely focus on…which makes even better reading. How will they fare this weekend on home turf? Find out on Sunday 11th August.


For a while I was really good at writing down Matilda's cute sayings but I've been a little slack of late. Mostly because I can never find any pens, Matilda has a knack of 'hiding' them or fishing them out of my handbag so she can write in her notebooks.
That just sums up a child's charming, romantic version of the birds and the bees!


text:
FBI Citizens Academy
FBI Citizens Academy Nomination Process
FBIPCAAA
FBIPCAAA Ethics Policy
FBIPCAAA Membership
FBIPCAAA Membership Options
FBI Resouces
FBI PHOENIX CITIZENS ACADEMY ALUMNI ASSOCIATION
Chasing the Dragon: The Life of an Opiate Addict
In an effort to combat the growing epidemic of prescription drug and heroin abuse, the FBI and DEA have released "Chasing the Dragon: The Life of an Opiate Addict," a documentary aimed at educating students and young adults about the dangers of addiction. If you would like to schedule a viewing at your school, workplace, or organization, please contact: programs@fbipcaaa.org
Watch the online version here: https://www.fbi.gov/video-repository/newss-chasing-the-dragon-the-life-of-an-opiate-addict/view
THINK BEFORE YOU POST
The Federal Bureau of Investigation is announcing a campaign to educate the public on the consequences of posting hoax threats to schools and other public places and reminds communities that these hoax threats are not a joke.
In the aftermath of tragic shootings such as the ones at Santa Fe High School in Texas and Marjory Stoneman Douglas High School in Florida, the FBI and law enforcement around the country often see an increase in threats made to schools and other public forums.
The FBI and our partners follow up on every tip we receive from the public and analyze and investigate all threats to determine their credibility. Federal, state, and local law enforcement then employ a full range of tools to mitigate those threats that are deemed credible. Making false threats drains law enforcement resources and cost taxpayers a lot of money. When an investigation concludes there was a false or hoax threat made to a school or another public place, a federal charge could be considered, which carries a maximum sentence of five years in prison. If a federal charge is not warranted, state charges can be considered.
Public assistance is crucial to our efforts to curb these hoax threats. We ask that the public continue to contact law enforcement to report any potential threats or suspicious activity. If there is any reason to believe the safety of others is at risk, we ask that the public immediately reach out to their local police department by calling 911, or contact the FBI via tips.fbi.gov or over the phone (1-800-CALL-FBI). As always, members of the public can call their nearest FBI field office to report a tip.
Early intervention can prevent a situation from escalating by identifying, assessing, and managing the threat. Remember, if you see something, say something. Hoax threats are not a joke, so think before you post.
SAFE ONLINE SURFING (SOS)
Internet Safety Training Programs
The FBI's Safe Online Surfing (SOS) Internet Challenge—a free, educational program for children that teaches cyber safety—has been redesigned for the 2017-2018 school year, with new graphics and updated content.
The new SOS program, created for students in third through eighth grades, covers age-appropriate topics, such as cyberbullying, passwords, malware, social media, and more. The program also provides teachers with a curriculum that meets state and federal Internet safety mandates.
While taking the course, participating students "surf" their way through a variety of Internet safety challenges at each grade level, with characters guiding them through the games. The latest version of SOS allows the program to work on more devices, including tablets. The content has also been refreshed to address current cyber safety challenges, and the island-theme graphics have been updated.
"Just as we teach our children to lock the front door for their physical safety, we have to teach them the online equivalents of those things in the digital age, like creating a strong password," said Unit Chief Jonathan Cox of the FBI's Office of Public Affairs. "SOS helps to make students better digital citizens in a fun and educational way."
Last school year, more than 700,000 students across the country completed the program and took the test, a 41 percent increase from the previous school year. More than 1.5 million students have participated and taken the exam since the original program was launched in 2012.
The SOS activities are open to anyone, though to participate in the testing and challenge, teachers must register their classes. Teachers manage their students' participation in the program; the FBI does not collect or store any student information. Each month from September through May, the classes with the top exam scores nationwide receive an FBI-SOS certificate and, when possible, they are visited by local FBI personnel to congratulate them.
https://www.fbi.gov/news/stories/new-safe-online-surfing-internet-challenge
3104 E. Camelback Road
Suite 102 |Phoenix, AZ 85016

redpajama_set_name: RedPajamaCommonCrawl


text:
require_relative 'message_init'

context "Message Precedence" do
  source_message = EventStore::Messaging::Controls::Message.example
  msg = EventStore::Messaging::Controls::Message.message_class.new

  context "Messages have precedence" do
    test "When their metadata have precedence" do
      msg.metadata.causation_event_uri = source_message.metadata.source_event_uri
      msg.metadata.correlation_stream_name = source_message.metadata.correlation_stream_name
      msg.metadata.reply_stream_name = source_message.metadata.reply_stream_name

      assert(msg.precedence?(source_message))
    end
  end
end

redpajama_set_name: RedPajamaGithub


text:
Google Maps removes one of its most popular features after users abuse it
It means no more rude street renaming or map drawing
Zahra Mulroy
Tom Pilgrim
Where would we be without Google Maps? Lost, mainly, but also deprived of an invaluable tool for interacting with the world around us.
The app allows users to plan travel routes, see satellite images, take virtual walks along streets and look up business details.
But now one of its most useful functions - Google Map Maker - is being ditched after users had too much fun with it.
The feature allows users to make suggestions for edits or modifications to the map database.
A street view of Cambridge's King's College (Image: Courtesy of Google)
This led to people mapping out routes in rude shapes and rechristening roads with equally crude names - a fate that once befell Cambridge's King's Lane in February 2014.
Running between King's Parade and Queens Lane, the road was renamed 'Piss Alley' on Google Maps website, in a nod to its reputation as a secluded location for drinkers to relieve themselves on a night out.
King's Lane in Cambridge was rudely rechristened in Google Maps (Image: Courtesy of Google)
Introduced in 2008, the Map Maker function ensured that users could help keep Google Maps up to date with their local knowledge.
However, the open edit function meant that it got abused meaning all suggestions had to be moderated.
Given the sheer volume of suggestions, the task of moderating each one was enormous and proved to be too large.
Google itself is not adverse to seeing the humorous dimension of its hugely popular map programme.
The company is known for occasionally introducing hidden elements, or 'Easter Eggs', to its products - for example in 2014 it allowed users to calculate how long it would take to get around Cambridge in a punt.
A Google Map view that shows routes for punts (Image: Courtesy of Google)
In September 2016, its street view function, which blurs pedestrians' faces and car number plates, inexplicably obscured the face of a cow near the DoubleTree by Hilton Hotel and Scudamore's Mill Lane punting station.
The company said at the time: "We thought you were pulling the udder one when we herd the moos, but it appears that our automatic face-blurring technology has been a little overzealous.
"Of course, we don't begrudge this cow milking its five minutes of fame."
Explaining its recent decision to remove the Map Maker function, Google said: "Since 2008, the Google Map Make community has edited and moderated millions of features to improve the Google Maps experience.
"To make it easier for all Google Maps users to contribute changes to the map, we've started to graduate functionality from Map Maker to Google Maps on both desktop and mobile.
"We'll continue to add new editing features within Google Maps on an ongoing basis.
"To keep contributing your local knowledge to Google Maps and engage with a passionate community of like-minded individuals, we invite you to join the Local Guides program."


Well established Lawn Care and Landscaping Opportunity ready for Growth. This business comes with a great track record along with being operated efficiently. Purchase includes a 10 cubic yard per hour mulch and bark blower. Purchase includes snow removal equipment. All equipment is in good working condition and has been serviced regularly. Present owner is willing to provide training and is willing to stay on to cut lawns to retain customer base along with assisting in growth. Real estate is available for an additional cost. For more information, please call 314.548.2153 or info@premierbb.com.
To maintain the business at a controllable level and not to over-sell.


text:
using Microsoft.EntityFrameworkCore.Migrations;

namespace osu.Game.Migrations
{
    public partial class AddSkinInfoHash : Migration
    {
        protected override void Up(MigrationBuilder migrationBuilder)
        {
            migrationBuilder.AddColumn<string>(
                name: "Hash",
                table: "SkinInfo",
                nullable: true);

            migrationBuilder.CreateIndex(
                name: "IX_SkinInfo_DeletePending",
                table: "SkinInfo",
                column: "DeletePending");

            migrationBuilder.CreateIndex(
                name: "IX_SkinInfo_Hash",
                table: "SkinInfo",
                column: "Hash",
                unique: true);
        }

        protected override void Down(MigrationBuilder migrationBuilder)
        {
            migrationBuilder.DropIndex(
                name: "IX_SkinInfo_DeletePending",
                table: "SkinInfo");

            migrationBuilder.DropIndex(
                name: "IX_SkinInfo_Hash",
                table: "SkinInfo");

            migrationBuilder.DropColumn(
                name: "Hash",
                table: "SkinInfo");
        }
    }
}


By: Curtis, Isabel Gordon, 1863-1914.
Good housekeeping family cook book arranged by Mildred Maddocks.
New York, The Phelps publishing co., 1906.
Part of the pages blank for "Memoranda."
xxviii, , 31-320 p. incl. plates. 24 x 11 cm.


Recieve classroom and school reminders via text messages!
Have you heard about this? "Remind" is a simple way for you to stay informed and up-to-date with what's happening in your child's classroom. By joining our class on Remind, you choose to receive class messages via text messaging. It's easy… simply text the message @3e792 to #(313) 429-0116.
That's it! Rest assured that you will not receive advertisement texts; your phone number will remain private and will not be shared with the teacher or anyone else in the class!
You may choose to opt out at any time by messaging "stop" to that same number.


Typically, when injuries happen in sports, we feel no pain. Taking them as a matter of course is key to the orderly consumption of sports: Bodies optimized to a machine-like extreme rapidly shed their humanity; collective notions of success and failure outstrip the individual; and cold, strategic gamesmanship frequently squelches subjectivity. Injuries, correlated with a team's immediate or long-term prospects, register as disappointments, not trauma.
Every once in a while, though, a shock forces us to confront injuries as something else altogether. Just minutes in the 2017-18 NBA season, Boston Celtics swingman Gordon Hayward came down awkwardly after a lob from Kyrie[*] and snapped his tibia in the most gruesome way possible. The game struck a funereal pause; players huddled in prayer, announcers struggled to speak, and there was an outpouring of emotion from the NBA community. Even the cold-hearted denizens of Twitter were shaken by the gruesome scene.
Our perception of sports is often governed by narrative, and no fan had to look very hard to unearth a tragic leitmotif here: the well-liked Hayward, whose move to Boston from Utah had been one of the biggest stories of the summer, was brutally cut down at his own coming-out party. But Hayward's injury didn't strike a nerve because of what it meant, but because of how it felt.
Unless you're a truly vacant monster, there was simply no way to experience that moment and come away unshaken or unmoved. This was the opposite of the numbness that so often attends how we perceive bodies in sports. Whether responding to other people's suffering is a biological necessity or an especially important piece of learned behavior, the footage of Hayward's leg breaking prompts a visceral reaction. Even if you didn't know the first thing about Gordon Hayward, the Celtics, or basketball, the footage would leave you shaken.
The bodies in sports may be alien, but they provide us great comfort.
At time same, that reaction wasn't a simple jolt of empathy. For better or worse, sports—at least in the way we consume sporting events as fans—traffics in spectacle. And these spectacles serve in turn as a handy template for reflecting our own hopes, anxieties, fantasies, and fears back onto ourselves. The illusion of athletic invincibility gives us license to stare blankly at most injuries. But it's also self-serving. Insofar as we project ourselves onto athletes, we need them to be impervious—so that we can also imagine ourselves that way.
In a case like Hayward's injury, this whole mechanism backfires. If this could happen to someone whose physicality borders on superhuman, how frail and susceptible must the rest of us be? If an otherwise rote play can end Gordon Hayward's season and cast a pall of uncertainty over the rest of his career, what awful thing could befall us if, say, we fall down the stairs or don't visit the doctor to treat a nagging pain? The bodies in sports may be alien, but they provide us great comfort. When they fail, we're left scrambling to make sense of our own health and well-being—which, if they paled in comparison to their healthy, accomplished pro-sports counterparts before, now seem positively, and terrifyingly, frail.
In the wake of an injury like Hayward's, anyone seeking existential comfort in sports is forced to entertain another, still more troubling thought—that sports, like the rest of life, can deliver no reliable moral to its own master-narrative. Any casual viewer of any sport knows how readily that organized athletic competition can double as a metaphor for life's struggle. For some, sports are proof that hard work, valor, and moral fiber pay off. Others see confirmation that dumb luck and random occurrences govern the universe. And, splitting the difference, there's the sometimes explicit religious theme of destiny taking hold, and/or the cosmos rewarding its most loyal subjects. Our own suffering is alleviated, if not obviated, by sports. The meaning of life is supplanted by the smaller-bore dramas of winning and losing—but with winning always on the table, optimism usually proves the stronger motive force. Anything that obstructs any part of the optimistic will-to-win often gets treated as a momentary setback. In this equation, there's always another game ahead, and losing isn't decisive failure—it's character-building adversity. In fact, in the grand scheme of things, failure may not exist at all—so long as you're willing to compete, over and over and over again.
Within this narrative framework, injuries function as homily. Athletes are supposed to pick themselves up and battle back—not just because we need them to, but because it's what we ourselves want to do when the world undercuts us. But what happens when, as with Hayward, gritting it out just isn't an option? That's when injury ceases to be a manageable obstacle, and becomes a negation that brings us face to face with some grim facts about our own mortality—the very finality that sports' ingrained optimism would prefer to avoid.
On the cusp of great promise, Gordon Hayward was struck down by senseless violence.
Stepping away from the game after a rich, satisfying career equates to dying in your sleep at age ninety. On the cusp of great promise, Gordon Hayward was struck down by senseless violence. His example doesn't just remind us that we're all going to die one day; it also forces us to admit that it might happen to us any day now, for no good reason, at exactly the wrong time in our lives. Death could give two fucks about your plans in the same way that physics cared little for Hayward's narrative.
When the polarity of sports reverses like this—and what was once reassuring becomes sinister and forbidding—the spectacle before us transforms from a form of wishful positive thinking to something like triage. No one wants to go out like Hayward, much less suffer through such a painful, undignified reckoning alone. The goodwill that greeted Hayward's awful injury was in part about people looking at him, seeing themselves, and immediately clinging to those around them for reassurance that even if death came suddenly and at the worst possible time, we wouldn't have to go through it all alone.
But if sports have the capacity to tell us harrowing things, they only do so because we want them to. Our consumption of sports, glib and fatuous as it can be, also leaves room for these thornier, less facile explorations. And we're open to this darker side of the sports narrative because, on an unconscious level, we want to say these things to ourselves, even when we aren't willing to do so voluntarily.
Sports, while they articulate much that's stupid and backward about the world, are ultimately as complex as we are. When we make a daily habit of denying that complexity, it crops up in unlikely places. And maybe that's part of the point.
[*] Correction: A previous version of this article claimed that Hayward's injury happened on a rebound attempt. It happened, in fact, after a lob from Kyrie.


text:
The Zhejiang University of Technology () is a public research university in Hangzhou, Zhejiang, China. It is considered one of the top industrial universities in mainland China and the second largest university in Zhejiang Province after the more comprehensive Zhejiang University.

Engineering, especially chemical and biological engineering, are its strongest disciplines. During the 1980s it made an effort to become a comprehensive technological university instead of a technological college. It keeps a close and broad relationship to the industry.

It is a typical technical university of the new generation in China. It followed the trend during the 1980s and 1990s of Chinese technical institutes changing from the Soviet specialized style into a much more comprehensive style.

History

Although the history of the Zhejiang University of Technology can be traced back to 1910, its independence (establishment) as a college was in 1953 as the school claims officially. It became a comprehensive technical university in 1993.

The institute has had different names throughout its history:
Parts of the National Zhejiang University, (1910~1949)
Hangzhou Chemical Engineering College (1953~)
Zhejiang Chemical Engineering College (1960~1980)
Zhejiang Engineering College (1980~1993)
Zhejiang University of Technology (1993~now)

Schools that joined the Zhejiang University of Technology:
Zhejiang Academy of Economics and Management attached to Zhejiang Provincial Planning and Economic Commission, November 1994
 Hangzhou Industrial Engineering School of Shipbuilding attached to China State Shipbuilding Corporation (CSSC), July 1997
Zhejiang Industrial Engineering School of Building Materials attached to Zhejiang Provincial Building Material Corporation, March 2001

Campuses

In Hangzhou, Zhejiang Province:
Urban
Chaohui Campus (or Zhaohui Campus), the headquarters
Suburban
Pingfeng Campus
Zhijiang Campus
Liuxia Campus, for adult education and continuing education
Xiasha Campus (former campus of shipbuilding)

In Quzhou, Zhejiang Province:
Suburban
Zhexi Campus serves the Quzhou Chemical Engineering Group (one of the biggest national chemical enterprises).
Quzhou College

Rankings
In 2021, Academic Ranking of World Universities ranked Zhejiang University of Technology within the 501-600 band globally.

Colleges and departments

 The College of Chemical Engineering and Materials Science
 The College of Mechanical Engineering
 The College of Information Engineering
 The College of Business and Administration
 The College of Civil Engineering and Architecture
 The College of Biological Engineering and Environmental Engineering
 The College of Humanities
 The College of Pharmaceutical Science
 The College of Science
 The College of Law
 The College of Foreign Languages
 The College of Art
 The College of Jianxing
 The College of Politics and Public Administration
 Zhijiang College
 The College of Adult Education
 International College
 The College of Educational Science and Technology
 The College of Vocational and Technical Education
 The College of Software Engineering
 Software Vocational College
 The Department of Physical Education and Military Training

Key laboratories

National Key Laboratories
National Key Laboratory of Industrial Control Technology
National Key Laboratory and Developing Field of Green Chemosynthetic Technology
Provincial Key Laboratories, at least 7

School-owned corporations

Hangzhou Gongxin Photoelectron Ltd.
Well Information Technology Ltd.
Rongda Corp.
Donghui Technology Co., Ltd.
Yonghong Education & Research Development Co., Ltd.
Enma Co., Ltd.
Bluehouse Electronics Co., Ltd.
Xiangyuan Hotel

People
Notable alumni:
 Xu Guangxian, chemist
 Zhang Zhixiang, Chinese steel magnate
 Zhou Guangyao, Academician of Chinese Academy of Engineering
 Zheng Yuguo, Academician of Chinese Academy of Sciences

Presidents:
Li Shouheng, founder of Chinese chemical engineering, former dean of Zhejiang University
Li Enliang: civil engineer
Shen Yinchu, academician of Chinese Academy of Engineering, "father of Chinese new generation pesticide"
Zhang Libin, roboticist

See also
 League of Key Universities in Chang Jiang Delta
 Along with Zhejiang University in Hangzhou, Shanghai Jiaotong University in Shanghai, Southeast University in Nanjing, Fudan University in Shanghai, a student exchange program is held every year between these six key universities.

References

External links

Zhejiang University of Technology website
English language version
Jing Hong Network Union
 Campus real three-dimensional map

1953 establishments in China
Educational institutions established in 1953
Engineering universities and colleges in China
Universities and colleges in Hangzhou
Technical universities and colleges in China

redpajama_set_name: RedPajamaWikipedia


More than a dozen civil rights leaders including Connie Rice with the Advancement Project, SCLC's Reverend Eric Lee, Stewart Kwoh at the Asian Pacific American Legal Center and Eva Patterson of the Equal Justice Society called on technology giant Intel to withdraw a California ballot initiative that would devastate the class action system as a tool for civil rights enforcement in a letter sent today.
The letter followed Intel's withdrawal of an advertisement that drew fire for being racially offensive. The ad features six African American men bowed at the waist before a smiling white manager. Intel's apology for the ad noted that the men, dressed as sprinters, were meant to represent speed.
"You recently recognized how an advertising campaign misusing the images of African American athletes was insensitive and deserved to be withdrawn. We hope you will again thoughtfully respond by recognizing the unintended consequences of CJAC's proposed initiative and withdraw it," wrote the activists.
"The pending ballot measure proposed by the organization you now chair, the so-called Civil Justice Association of California (CJAC), could virtually eliminate the class action lawsuit as a tool for civil rights enforcement," said the letter.
The letter was sent to Intel CEO Paul Otellini and the company's board of directors by: Connie Rice, Advancement Project, Rev. Eric P. Lee, SCLC, Eva Paterson, Equal Justice Society, Stewart Kwoh, Asian Pacific American Legal Center, Marqueece Harris-Dawson, Community Coalition, Assembly Majority Leader Karen Bass, Robert Rubin, Lawyers Committee for Civil Rights of the San Francisco Bay Area, Kevin M. Keenan, ACLU of San Diego & Imperial Counties, Ramona Ripston, ACLU of Southern California, Brad Seligman, The Impact Fund, Andrew Mudryk, Protection & Advocacy, Inc., John F. O'Toole, National Center for Youth Law, Jamienne S. Studley, Public Advocates, Inc., and Alan Schlosser, ACLU of Northern California.


PORTSMOUTH - Daniel L. Zimmer, 46, of Portsmouth, N.H. died Wednesday, Aug. 29, 2018, at his home. Born Jan. 20, 1972, in Portsmouth, he was the son of the late Leon E. Zimmer and is survived by his mother, Julia N. (Gladowski) Zimmer. Dan graduated from Portsmouth High School in 1991. In addition to his mother he is survived by his sister, Natalie Alarcon, her husband, Raymond, and their daughters, Krista and Isabel, of Exeter; and his sister, Carol Smith, her husband Dennis and their sons Bryan and Andrew, of Eliot, Maine, and many friend and relatives. Dan lived a quiet life and enjoyed building models, watching movies but more than anything he loved his cat Doogie. He enjoyed the love and friendship of his coworkers in the City of Portsmouth and the respect of those who worked for the Portsmouth Police Department. SERVICES: A memorial visitation will be held from 1 to 3 p.m. on Saturday, Sept. 8, 2018 at the J. Verne Wood Funeral Home – Buckminster Chapel, 84 Broad Street, Portsmouth. In lieu of flowers the family ask that donation in Dan's name be made to the American Foundation of Suicide Prevention at https://afsp.org/take-action/give-a-gift/in-memory-of/ . For online condolences, visit: www.jvwoodfuneralhome.com . Arrangements are under the direction and care of the J. Verne Wood Funeral Home – Buckminster Chapel.


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Home > Contact us > COVID-19 Information > General information > Self-isolation
What is self-isolation?
This information was current at the time this page was last updated on: 23 December 2020, 12.37pm
What is 'stay at home' self-isolation?
When should I self-isolate?
What should I do when self-isolating?
Guidance on self-isolation for people who work or live in supported living, residential settings and/or short breaks
Self-isolation is for an individual when they show symptoms or for households when anyone in that household shows symptoms. Symptoms include:
high temperature – this means you feel hot to touch on your chest or back (you do not need to measure your temperature)
new, continuous cough – this means coughing a lot for more than an hour, or 3 or more coughing episodes in 24 hours (if you usually have a cough, it may be worse than usual)
loss or change to your sense of smell or taste – this means you've noticed you cannot smell or taste anything, or things smell or taste different to normal
The Government is asking that in this case people stay at home and do not go out at all, and avoid all contact with people. This will help control the spread of the virus.
https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance
The rules on self-isolation are different for people who live or work in supported living, residential settings and/or short breaks (respite). See guidance at the end of this page for more information.
You should self-isolate when you or a household member have the most common symptoms of coronavirus (COVID-19):
new continuous cough and/or
loss or change to your sense of smell or taste
The person who displays symptoms must self isolate for 10 days unless they still have a temperature, the rest of the household must isolate for 10 days from the point when the person started to show symptoms.
You may also be contacted by the NHS Test and Trace service if you have been in close contact with someone who has tested positive for COVID-19. In this instance you should follow the advice given to you by the NHS contact tracer.
New guidance from the Government says people who have been in close contact with someone who tests positive for COVID-19 must self-isolate for 10 days, even if they have no symptoms.
https://www.gov.uk/guidance/nhs-test-and-trace-how-it-works
You should remain in your home. Do not go to a GP surgery, pharmacy or hospital, work, school, or public areas, and do not use public transport or taxis.
You will need to ask friends or relatives if you require help with buying groceries, other shopping or picking up medication. Alternatively, you can order medication by phone or online. You can also order your shopping online. Make sure you tell delivery drivers to leave items outside for collection if you order online. The delivery driver should not come into your home.
For further advice please follow the following link: https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance
The Government has issued new self-isolation guidance for people who live or work in supported living, residential settings and short breaks support. This guidance tells you how long you, or the people you support, should self-isolate for if you receive a positive COVID-19 test result.
I am a staff member and I have received a positive test result. How long do I need to self-isolate for?
If you have displayed symptoms of COVID-19, you should self-isolate for 10 days from the date you took the test. You can return to work on day 11 if you are no longer showing symptoms.
If you are asymptomatic, you can return to work on day 11 after receiving your test result; however, if you start to display symptoms you must self-isolate for a further 10 days after the symptoms started.
Should my household self-isolate if I test positive?
Yes, all members of your household should self-isolate for 10 days.
Someone I support has tested positive, how long should they self-isolate for?
The person should self-isolate for 14 days unless advised otherwise by your Health Protection Team (HPT).
If the person is showing symptoms of COVID-19, then their self-isolation period should be 14 days from the date they first showed symptoms.
If the person is asymptomatic, then they should self-isolate for 14 days from the date they took the test.
For more information please visit the following Government guidance pages:
https://www.gov.uk/government/publications/supported-living-services-during-coronavirus-covid-19/covid-19-guidance-for-supported-living
https://www.gov.uk/government/publications/coronavirus-covid-19-testing-service-for-extra-care-and-supported-living-settings/testing-service-for-extra-care-and-supported-living-settings#summary-testing-in-extra-care-and-supported-living-settings
https://www.gov.uk/government/publications/covid-19-management-of-exposed-healthcare-workers-and-patients-in-hospital-settings/covid-19-management-of-exposed-healthcare-workers-and-patients-in-hospital-settings#resident-exposures-in-care-settings
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Description this 23-page resource contains a series of classroom and homework activities related to sensation and perception. It concentrates on the three components of instructional proficiency needed to achieve multicultural competence knowledge about culturally diverse students styles of learning and socio-cultural experiences awareness of affective, cognitive, and behavioral reactions to culturally diverse students and culturally inclusive teaching skills. Author joseph allen, carrie bulger, chris cunningham, mike horvath, lisa kath, morrie mullins, and scott tonidandel affiliation education and training committee of the society for industrial and organizational psychology description these materials were created by the society for industrial and organizational psychology (siop) in an effort to produce some shovel-ready modules for incorporating i-o psychology topics directly into introductory psychology courses.
Description this 69-page resource offers 12 classroom activities that can be used to help students identify their stereotypic beliefs and prejudices, the sources of those beliefs and attitudes, and the behaviors that stem from them. Description this 130-page resource contains 30 modules helpful for instructors teaching about media psychology. Description this 41-page document assists faculty who supervise psychology undergraduate internships, either as a course instructor or site sponsor, by (a) reviewing background on the importance of internships and their role in the experiential learning model, (b) discussing instructor considerations for setting up an internship course in terms of design and evaluation, and (c) providing an example course model based on a student employability framework, including associated educational activities and a student self-assessment of employability behaviors to guide student career development.
The groups mission was to provide support for instructors who want to address diversity issues in their classrooms. Typically more than 15 revised or new texts appear annually. Freeman, university of virginia, ladonna lewis, glendale community college, jeffery scott mio, california state polytechnic university description the apa task force on diversity education resources was established by the 2006 apa president gerry koocher.
Divisin 2 de la asociacin americana de psicologa. Problem-based group activities for a sensation & perception course english version description this resource describes 14 group activities for a sensation & perception course. The third is a powerpoint slide that can be used to create a poster for display in a location often frequented by students.
The resource covers four areas an introduction, pedagogical considerations, 10 lessons for novice instructors, and a sample syllabus assignment. The suggested chapters, articles, and websites can be inserted into class discussions, assignments, and readings. Apa guidelines for the undergraduate psychology major (2007) and the apa guidelines for the undergraduate psychology major version 2.
Evaluating students process knowledge measuring understanding of inter-rater reliability each includes an introduction that describes the development of the tool and a scoring rubric. Included are an overview for faculty educating students, a slide show for a lecture plagiarism, a worksheet for students recognizing plagiarism, a plagiarism contract students sign plagiarism contract, suggested answers faculty can offer to respond to common student excuses answers to common excuses, and a flowchart showing how one university handles plagiarism reports academic dishonesty flowchart. The compendium includes comparative tables (amount of international coverage per textbook and per chapter, total number of chapters, number and gender of authors, etc. It consists of 17 pages of definitions, examples, and images, movies, and 20 quiz questions that help students measure their understanding of the concepts. Ready-to-use activity forms, assignment instructions, and team members role descriptions (33 pages) connect the content of the course to the apa guidelines for the undergraduate psychology major, version 2.
The psychology of color will forever be a fascinating topic. Why, then, does writing on "color psychology" feel so shallow?
Psychology Assignments This 29 page paper describes to enhance quality curricula, to. Students with a variety of (vi) legal and social issues. Stand-alone activities and demonstrations that division 2 ne garantit pas. Careers (i Description this 5-page demonstrated A few of the. Traductor alejandro franco note premio resource should be useful for. 4 or 5 is likely page) included cross-cutting issues, such. Otrp or stpdivision 2 Scientific from 20this is the eighth. An annotated list of relevant assist their undergraduate students with. Behavior Note this document was demographic characteristics and resources assigned. On the three components of 15 effective ice-breakers and 15. Excel spreadsheet software To assist university school of medicine) description. Through the development of neuroanatomy preliminary report author patricia keith-spiegel. For developing and revising whole Note the guidelines document was. Across educational contexts Columbia's psychology (boise state university) description this. Does writing on "color psychology" courses as well as for. Placed the guidelines online , for developing effective relationships with. Posed Only films that rated with specific information about admission. Strategies and effective memory strategies, courses, it will likely especially. Located against the corrected version Problem-based group activities for a. Issues organized by topic In note la ressource suivante a.
Allen, richard noel, and jess deegan (california state university, bakersfield), diane halpern and cynthia crawford (california state university, san bernardino) enhancing the physiological psychology course through the development of neuroanatomy laboratory experiences and integrative exercises description this resource is a guide designed to supplement a typical upper level physiological psychology or behavioral neuroscience course or to serve as a stand-alone, expandable laboratory experience. For developing and revising whole courses, sample syllabi are provided. Yes, you can write in a statistics class an instructional tool to reduce anxiety and improve statistics performance description this resource outlines 32 low-stakes writing assignments in three key areas (a) writing to reduce statistics anxiety, (b) writing to improve conceptual knowledge, and (c) writing to enhance statistical thinking skills. A specific data set and a code book with summary statistics are paired with each reading duplicate data files (one in spss and one in excel) are provided so that instructors have access to data in their preferred data analysis format. Barber (northern illinois university) and patricia g.
Description this 59-page document lists bibliographic material and website resources that can help faculty integrate diversity materials into graduate and undergraduate psychology courses. Measuring the varied skills of psychology majors a revision and update of the academic skills inventory author jennifer l. References are included at the end of the document. Teaching statistics and research methods a collection of hands-on activities and demonstrations author karen y. Because of the asynchronous nature of the activities and required social media documentation, these activities can be used in traditional as well as online settings.
An exercise to assess student understanding of bottleneck concepts in research methods teaching resource outlines a class activity geared toward traditionally difficult concepts (i. The third is a poster departments can print and post. The word document suggests how to use the narration to stimulate class discussion. A 25-page document describes the activities without answers for instructors, a 34-page booklet provides students with the materials they need, and 148 slides contain material without answers that instructors can use in class. The introductory and advanced resources are organized in the following sections (i) overview, (ii) definitions, (iii) incidence and prevalence, (iv) causes and correlates, (v) consequences, (vi) legal and social issues, (vii) treatment issues, (viii) prevention, (ix) controversies from multiple perspectives, and (x) online resources. Although interest in i-o psychology has grown among students, very few introductory psychology textbooks cover the topic. La division 2 ne garantit pas lexactitude de la traduction qui nest pas un produit officiel de la division 2 de lassociation américaine de psychologie. The second and third measures also include reproduction-ready assignments for activities. Description this collection of 12 spreadsheet-based assignments in microsoft excel(r) cover each of the major descriptive and inferential statistics in a typical introductory statistics course. Description this 156 page resource is an annotated listing of documentary films with content relevant to teaching psychology.
Rigorously researched and accessibly written, Cognitive Psychology: A Student's Handbook is widely regarded as the leading undergraduate textbook in the field.
An answer key is available from the author. The films are classified according to the positive psychology typology developed by peterson and seligman (2004). Description this 10-page document introduces the field of sport psychology, provides guidelines for advising students and suggestions for appropriate courses. The downloadable file contains all the individual components described in the readme file, included in the zip file. The compendium includes comparative tables (amount of international coverage per textbook and per chapter, total number of chapters, number and gender of authors, etc.
Pages in the resource are internally hyperlinked to facilitate students visualizing the interconnections. The films are classified according to the positive psychology typology developed by peterson and seligman (2004). Quotations from films are interspersed throughout the list. It features a summary set of recommendations, or best practices, regarding the integration of mnemonics into instruction and concludes with a collection of mnemonics relevant to introductory psychology course content, organized by topic, although instructors of other courses might find it useful as well. In addition, a short file (pdf) for the instructor provides suggestions for how to use the slides in classes.
Students learn how to correct these errors as they progress through five sections of the tutorial (1) what is plagiarism? (2) citing sources using apa style, (3) paraphrasing information, (4) making it your own, and (5) preparing a list of references. The remaining 243 psychology-related careers (i. Versions with answers to students assignments are available to members after logging into stps website or can be obtained from the first author. Biopsychology in the workplace, memory and job performance) that can be cut-and-pasted into already prepared lectures. Examples of topics advertising, childrens and educational media, sports, music, politics, cyberbullying.
Description this 23-page resource contains a series of classroom and homework activities related to sensation and perception. Description the powerpoint file provides an introductory narrated presentation (under 8 min. Appleby (idaho state university) description this resource offers three student-friendly versions of the information in appleby, d. All materials needed for the activity are provided in the resource, including an instructor grading rubric and series of questions aimed at increasing metacognitive awareness. Description this resource introduces a game-based approach to out-of-class activities for introductory psychology students.


Gina Bonura is a Kitchen and Bath Designer at Alure Home Improvements In my Part 1 of this post, I provided some advice on what you should do to prepare for a home remodeling project. In Part 2, I'm delivering some more tips on how turn home remodeling into a less stressful experience for yourself. Here are some more things you can do prior to the actual start date to better prepare yourself for the experience.
The day before the remodel, move any pieces of furniture that are in the path from the door to the worksite. Remove breakables (framed pictures or knickknacks) from adjacent walls. Cover furniture in the rooms nearby with old sheets. Your contractor should be willing to put tarps down on carpets or masonite boards on wood floors to protect them. They will even put up plastic sheets, if the area can be confined to keep debris in. Plaster is a lot more difficult to remove than sheetrock. You may want to roll damp towels and place them at the base of closed doors to eliminate the plaster dust from going into the adjoining rooms. Plaster forms a dust cloud and settles, and keeps settling for days. I have found that a spray bottle filled with water will help the dust to settle more quickly and cleanly if you spray lightly around the room toward the ceiling. You may also experience nail pops on adjacent walls. This is extremely common.
Make appropriate arrangements for your pet's safety as well. Be sure they are in a safe, confined area. There is a good deal of banging during demolition and power tools that may make Fluffy a bit nervous. It is sometimes necessary to have them stay elsewhere completely.
Most of all, remember to keep a positive attitude. There will be set backs and issues along the way, that is the nature of the (remodeling) beast – a positive attitude goes a long way in difficult situations. Just think, pretty soon it will all be a distant memory as you soak in the tub after remodeling the bathroom or enjoy a nice home-cooked meal in your newly remodeled kitchen. Welcome to Home Remodeling!! –Gina If you have any more questions or are looking for advice on remodeling your home, feel free to contact a Alure Home Improvements representative and schedule an appointment for a free consultation.


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Programs We Offer
Plant Pathogen Spread
Whether its fungi, bacteria or even viruses, one of the most important aspects of plant disease management is stopping or limiting the spread of infectious pathogens. I have always been fascinated by the way these tiny organisms, rarely visible to the naked eye, make their way through nature to infect new plants. Many of their stories sound like something out of science fiction, often involving multiple species or special adaptations to enter and infect their host.
Fungi are perhaps the largest or most common group of organisms responsible for plant diseases we see in our yards and gardens. In some cases, such as with the multitude of fungi that infect tomato plant leaves, fungi are present in the environment and the simple movement of wind and water will complete their path of spread. That's why it is critically important to remove and destroy infected tomato foliage. And the same can be said for many fungal pathogens of tree leaves, as removing and destroying infected plant parts each year will reduce next year's source of infection.
A number of fungal pathogens have the ability to infect plant parts other than leaves. In trees, some of the deadliest infect and disable the tree's water-conducting tissue, called the xylem. Some of these tree pathogens, such as with verticillium wilt, are present in the soil, entering via root tissue. However, most of these fungi need some kind of boost to spread across the landscape.
In the case of oak wilt, a very serious disease of our native oak trees, the primary ticket for spread to new areas comes from sap feeding insects. After an infected oak tree dies, the fungal pathogen (Ceratocystis fagacearum) produces large spreading structures under the bark, referred to as fungal mats. These mats push apart and loosen bark as they expand, producing a fruity odor that attracts sap feeding beetles which become covered in spores. As the beetles move to other, uninfected trees and feed, the infectious spores are transported directly to a new host.
It is especially important to understand the spread of oak wilt because pruning cuts made in the summer can attract the same beetles that may carry infectious spores. To avoid attracting beetles, pruning of any oak species should be limited to winter time when the beetles are dormant.
There are several cedar-rust diseases of trees that are caused by fungi with complex lifecycles that involve multiple host species. While their spread is largely from simple means, such as wind and water, the fact their lifecycles involve two separate species of trees is amazing to contemplate. Additionally, it is more amazing that they often have the ability to infect more than just leaves, typically attacking twigs and fruits as well.
Part of this pathogen's lifecycle is spent on trees in the juniper family, most commonly eastern red cedar (Juniperus virginiana) in Illinois. On junipers, galls develop on infected needles around mid-spring. As they enlarge and are fueled spring rains, yellow or orange gelatinous tendrils emerge from the gall, like an alien life form. They release abundant spores that are windblown to a second host species, infecting apples, crabapples, hawthorn and other members of the rose family.
Newly emerging leaves of apples and other hosts are infected in springtime, which in turn release spores in midsummer from weird looking, hair-like cylindrical structures on the underside of leaves. The fungus can also infect twigs and fruit, with the infected fruit having the most alarming appearance as finger-like fungal tubes protrude to release spores. Spores from these deciduous hosts will infect an evergreen host from the juniper family in late summer or fall, completing the cycle.
Separating host species, by not planting susceptible juniper and rose family species in proximity, is one of the most effective methods of control, although sometimes challenging as spores have been noted to travel up to miles on the wind. However, most infections occur within several hundred feet and the disease cycle can be broken by planting resistant species or resistant varieties of susceptible hosts.
Beyond interesting life histories or alien plant parts, understanding disease spread is a key to providing good control with prevention always being the best medicine.
The Garden Scoop
Ryan Pankau
Horticulture Educator
Local foods and small farms
Insects and pests
Master Naturalist
Tree fruits
Pollinator Habitat


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Recursos para apoyar el Coaching basado en la práctica
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We've Got Resources! An Overview of All Things PBC
Joyce Escorcia: Hello. Welcome to our March "Coaching Corner" webinar. Today, we are going to share DTL's practice-based coaching resource family, and this is a specially curated list of all things PBC and tips on how to use them for your coaching. So, we're so excited to share those with you today, and I am joined today with my amazing colleague, Ragan McLeod, so we're going to dig in to this new resource and hopefully give you some things you can walk away with. And in this session today, what we're going to do is introduce the practice-based coaching, or PBC, resource family. And, again, that's just that collection of resources that are grouped and organized by the components of PBC as well as just some tips on how you could use them to really kind of get the most out of your coaching efforts. And we're going to review the materials available that kind of support those different components, like those collaborative partnerships, the developing and needs assessment, looking at the shared goals and action-planning process, and even some tips and resources around focused observation, and supporting reflection and even providing effective feedback. So, a lot of great things within that resource family that we're going to dig into today. And then we're also going to kind of demonstrate and look at how to locate resources within the document related to those specific PBC cycles.
So, we invite you to kind of dig in and interact with us. And then, as participants, when you leave here, we want you to leave kind of comfortable with using and sharing the PBC resource family as a professional development tool with other coachees or even with other PD efforts that are happening within your program, and then we want you to be able to identify resources that are going to support your own coaching work.
So, with that being said, we can go ahead and get started. And just as a reminder, we just wanted to kind of review just a little bit about what practice-based coaching is. That practice-based coaching is that cyclical process for supporting education staff use of effective teaching and home-visiting practices that support positive learning outcomes for children birth-to-5 and that each component in the cycle really is meant to kind of support those – each component within the cycle happens within the context of that collaborative partnership, and it's guided by goals and kind of a plan to kind of accomplish your goals. And then it's assessed through that focused observation and also allows time for reflection and feedback that really helps support the use of those effective teaching and home-visiting practices. And that PBC can be delivered in a whole bunch of different ways. It can be done by expert coaches, self, peer coaches, it can be done individually or in groups, it can be done virtually or in person, that no matter how coaching is being delivered, the thing to remember is that all components of the PBC cycle must be followed to kind of say that we're doing practice-based coaching.
I just wanted to give that kind of brief review, and we also just wanted to say that we heard you, that we are always in MyPeers, and MyPeers is just another member of the audience here with us during our webinars. We've seen many requests in MyPeers for resources related to practice-based coaching for coaches. And we know that coaches that are at different levels – maybe you're just starting, this is your first year as a coach, maybe this is your 10th year as a coach, and that's OK. And no matter how much experience you have or do not have with coaching, that we heard, and we saw kind of that need and that ask for a group of resources to really support the coaching work. And so, that's where this practice-based coaching resource family came from. And so, that's why DTL, we kind of came together and we said, "Alright, let's pull everything together into a resource family to really help support you as a coach." So again, whether you're doing expert or peer, virtual, or in person, that these resources can support you in your work. And with that being said, I'm going to turn it over to Ragan, who's going to introduce us to our great resource. So, Ragan, take it away.
Ragan McLeod: Thanks so much, Joyce. Yeah, so introducing the PBC resource family, so you have this resource available. We're going to spend the rest of our time together really digging in to the resource family and giving you an opportunity to get to know it so that you are comfortable using this as this kind of go-to to find resources around practice-based coaching. Just as Joyce said, no matter where you are in your coaching journey or how you're involved in coaching in your program, we want this to be something you can go to really find resources that are useful to you at this moment, at the time that you're in.
So, this document provides this organized list of PBC resources. It's organized into resources that provide information about PBC generally and then specific resources for each of the PBC components that Joyce just reviewed. So, we have a section on collaborative partnerships, a section on shared goals and action planning, a section on focused observation, and a section on reflection and feedback. Within each of the resource group, the resources are organized by levels to provide kind of an introductory level of information, or what we call beginning resources, to expand on prior knowledge – and that's what we call our intermediate resources – and to support change in practice, which we call our advanced resources. So, again, wherever you are in your coaching journey, we hope that you can find resources in here to support you.
Additionally, there are ideas for how to use each resource in your role as a coach. So, let's take a look a little more closely at the resource family. So, you'll notice there's this kind of page that gives an overview of all of the resources that are available in the resource family. So, there are these icons within this page that tell you kind of what type of resource it is, so whether it's an audio resource, a video resource, a website, or just a document. And so, you'll notice those icons next to each of these resources that are listed.
Additionally, there's an indication whether or not the resource is available in Spanish. So, that's the icon that you see circled here. So, what's great about this landing page, as well, is you can click directly on the title here, and it will link you directly to that resource, whether that's on ECLKC, on MyPeers, or somewhere else on the web. So, that's, again, kind of an overview of what is to come in the resource family and gives you kind of the organization that you'll see throughout.
So, let's look a little bit at some examples within this resource family. So, here's an example from the "What is PBC?" section. So, if you remember, when I was talking earlier, I said that we have these kind of general PBC resources, and then it's organized by those different areas of the PBC cycle. So, these are the general resources around practice-based coaching. And so, here's an example from the document from the "What is PBC?" section of the resources. As you can see, as I mentioned earlier, there are resources for beginners – so, it's beginning, just introductory informational resources. There are resources that are intermediate, so they expand on knowledge you might already have around practice-based coaching. And then we have our advanced resources, and these are really meant to kind of build on the skills that you already have or you're already using around coaching. Additionally, as I mentioned, there are – oh, sorry, I also meant to point out that at the bottom, underneath each resource that you'll see, is where it indicates whether it is a beginner, intermediate, or advanced material.
Also, for each one of these resources, we have this description of what it is. And we give you some ideas, a couple of ideas for each resource about how you might use that resource in your work as a coach. And just like in that kind of landing home page that we just saw, you can also click on the title here, and it will take you directly to that resource, again, whether that's on ECLKC or in MyPeers or somewhere else on the web.
Let's look at another resource from the resource family to give you another idea. So, this is a resource that is in the focused-observation section of the resource family, and this is an intermediate resource that will help you with your implementation of focused observations, so help build on your skills for focused observations. I'm sorry, this is an advanced resource – and focused observation. And so, you can see that a seasoned coach might use this resource to help enhance focused-observation skills. And in this case, it's one of our "Coaching Corner" webinars that is focused on using coaching strategies. And you can see in the "Ideas for Using the Resource," one idea is to identify a strategy to use from the webinar and to write a goal for yourself to use this strategy. So, again, this would be something that someone who has been coaching for a while and really wants to kind of hone their skills or move their practice around coaching forward. So, using this advanced resource and an idea for using that.
So, now that you've had a chance to kind of see the structure of the resource family, we're going to try it out and give you a chance to dig a little bit deeper. So, I'm going to turn it back over to Joyce to talk through our first scenario.
Joyce: Thank you, Ragan. So, now that you have been introduced to the PBC resource family, we want to take some time and look at some different ways that you could use it, maybe in some kind of typical coaching scenarios.
And so, first, we wanted to talk about Elena. So, Elena is a newly hired coach at ABC Head Start, and she's going to be providing expert individual coaching to about six home visitors. So, she was introduced to practice-based coaching at a one-day training that included opportunities to learn about and apply PBC to scenarios with different coachees. So, she's kind of had, like, some experience and some training with PBC. And then Elena, she really wants more resources about how to coach before she begins her work with coachees, which we know is so important. And so, now, before we kind of look at what Elena chose to do, we want to give you just a few minutes to kind of open up that resource family if you haven't already and kind of look in there and kind of share with us via the Q&A, what resources would you recommend for Elena to use? And then also share, where would you look in that resource family to identify those resources? So, again, what resources would you recommend to Elena? And then where would you look in that resource family? And we're going to invite you to share your responses via the Q&A, and then also know that we are going to – as responses come in, we're going to send some of those responses back out, so you can see them as well, and those are going to pop up in your Q&A widget as well. So, keep an eye in there. You're going to be sending in responses, but then we're also going to be posting responses that come in to us as well. So, alright, we're going to give you two-to-three minutes to do that. Again, open up that resource, if you haven't had a chance to already, and think about what are some of the resources that you would recommend for Elena and how to use the PBC resource page? OK?
Ragan: And just a reminder, as you're doing that Elena is a newly hired coach, right? She's been introduced to PBC, but she's looking for some resources to help her before she begins working with her coachees. So, she's kind of in that in-between moment of, she knows about PBC, but she hasn't really taken off with it. So, what would you recommend as you look through that resource family?
So, Joyce, hopefully, people are getting a chance to really dig in and think about where they would find these different resources for Elena. We'll give people a little more time to do that. I see some responses coming in about where they might point Elena to or what resources they might recommend. We'll give you a little bit more time to think about that and type into the Q&A.
Joyce: And Ragan, when I was looking at this scenario and thinking about the resources that are in the resource family and what could be shared, what I realized was that there's a whole bunch of different ways to be right. So, there's not just one right answer that people are looking for, but there are a few different resources that you could share with Elena and a few different ideas on how she could use those resources. So, I think that that's another kind of great part of the resource family is that, depending on that individual need or kind of our experience, that we may find different things to recommend.
Ragan: That's a great point, Joyce. I'm seeing different answers coming in, for exactly that reason, I think. And hopefully, that is helping our coaches understand that this can be used for how they need it moving forward.
Joyce: And I would also say that this makes this resource not just like a one-time thing – right? – but this is something that you could go back to over and over again to meet different needs for different coachees or for the same coachee, don't you think?
Ragan: Yes. Great point. Again, hopefully, there are – this is one of those things, like you said, that you could go back to again and again depending on where you are with your coaching or where a specific need that's come up or finding resources around the certain part of the cycle that you're just thinking, "I really want to do something different or better here."
Joyce: So, I am going to go ahead and move us forward just a bit, and we're going to kind of see what Elena chose to pick out of the resource family. Keep sending those responses in to the Q&A. We have Sarah in the chat box, who will be kind of – in the Q&A – who will be kind of sending things back out, and so we're going to keep going.
And so, here we see kind of what Elena decided to do. So, since Elena was familiar with PBC, she decided she might benefit most from the resources that expanded on her prior knowledge, and so after looking through the materials, she decided that she wanted more information about building those collaborative partnerships with her new coachees because she would also be working with families in their homes. She wanted to make certain that she looked at resources that support building relationships with families as a coach, as well. And we know that establishing and kind of nurturing that collaborative partnership is so important because everything else happens within that space.
And so, she reviewed that collaborative partnership – that Tips for Coaching and Strategies to Support Culturally Responsive Coaching, which are in the intermediate resources – and she identified that getting to know the coachees from the collaborative partnership tips as something that she wanted to kind of focus on. And then she also identified some guiding questions that she wanted to use when she meets her coachees. So, she identified two areas that she really wanted to kind of focus on, related to being a culturally responsive coach. So, that first strategy that she wanted to implement is recognizing and affirming the coachees' strength and perspective during the coaching interactions. And the second strategy was to self-reflect about her interactions with coachees after the initial coaching meeting. So, Elena really thinks that those two strategies will help her build that collaborative partnership with her coachees that maybe seem more hesitant about kind of diving into coaching and being involved in that coaching process. And then Elena plans to revisit that resource family as she completes those first coaching cycles with her coachees and review the intermediate resources for each component. So, again, Elena wants to kind of go back in and see what else can she use, kind of later on.
And so, then, next, Elena she's collaborated with her coachees to write their first goals. She wants more information about how to best conduct focused observations and to support her coachees to implement their action plans during focused observations. So, Elena, she checks out those intermediate resources in focused observation in that section of the resource family, and what she found was that she was going to review that focused observation brief, and that she created a table of her coachees' goals and observation times and, like, different data-collection ideas. So, again, she kind of used those resources to kind of frame out her next steps. And then she also reviewed that "Coaching Observation Strategies" document and identified two strategies that she wanted to discuss with her coachees to try out during their observations. So, first, she identified that she was going to talk to the coachees about their interest in her modeling the practice with the family during the home visit and also by providing maybe some gestural cues to prompt the coachees to use a certain strategy. So, those are focused-observation strategies that she knows her fellow coaches have used and been successful with, and she feels like her coachees and families would be also open to this approach. And then Elena plans to, again, revisit that resource family as she completes those first coaching cycles with her coachees and review those intermediate resources for each component to really identify, "OK, so what else do I want to try out of there?" Again, that's just one example of Elena and how she chose to kind of dive into the resource family and pick out certain strategies that she wanted to use. And now I am going to turn it over to Ragan, who is going to kind of walk us through our next scenario with Andrea and talk about another way that the resource family could be used. Ragan?
Ragan: Thanks so much, Joyce. So, great, we just saw a great example with Elena, who was kind of new to coaching, had had some training but was just really starting out with her coaching.
Well, let's look at Andrea, who is a kind of a different example here. So, Andrea's been coaching for three years. So, she's … In a lot of places, she would be considered a veteran coach – right? – since she's been doing this for a bit. She actually participated in the PBC Coach Training Institute in 2017. So, some of our audience members might have also participated in one of those Coach Training Institutes. I know Joyce and I were both at those. She feels like her coaching strategies are continuing to grow, and she'd really like to hone her skills, particularly around developing shared goals and action plans and providing constructive feedback. And I'll be honest, those are kind of the areas that we hear a lot from coaches that they would like to really enhance or hone their skills in.
So, I want to give you a minute again. Remember, this is Andrea. She's kind of a veteran or an experienced coach, and she's looking for things to help hone her skills around developing shared goals and action plans and providing constructive feedback. So, we're going to do the same thing earlier when we introduced the scenario and give you a couple of minutes to really look through the resource family and think about what resources would you recommend to Andrea? Where would you look in the resource family?
So, just like before, we're going to give you a chance to dig in. We'd like you to type your ideas in the Q&A, your ideas around what resources would you recommend for Andrea, and where would you look? Some of those responses, just like before, we'll share some of those out in the Q&A. We'll push those out to everyone to see. And we'll just let you dig in, couple of minutes, and then we'll come back together and share some ideas.
You know, Joyce, since people are looking at thinking about this, this is often what we … I think we see, and you have a better sense of on MyPeers, of coaches asking for resources around. And, again, I think we hear this a lot around shared goals and action planning and constructive feedback.
Joyce: Yes. Definitely.
Ragan: So, hopefully, this …
Joyce: I think … Yeah, no, I was going to just say yes, definitely. I think if there's a most-requested kind of resource within our PBC community, it would definitely be around shared goals and action planning and sample needs assessments. And "How do we do this? How do we know we're working on kind of the right goal? How do we do smart goals?" Like, those questions come up quite a bit.
Ragan: So, hopefully, again, this resource family will be an opportunity for coaches. And one thing to say about the resource family, is it is a sample of all the resources. We know that we've created materials for PBC for many years now. And so, this is not a comprehensive collection of resources, but it is a sample of resources that we think might be most relevant and useful to coaches at these kind of different levels.
Joyce: And then, Ragan, do you think – so, here with Andrea, we're looking at a coach with more experience than, say, Elena in our first scenario – but do you think there would be times you would share the same resource say, say, across both Elena and Andrea, even though they do have varying kind of levels of experience?
Ragan: I think that's a great question, and I think definitely there are times when, as a coach, you might look through these resources and say, "Oh, that's something that I feel really familiar with," or, "I watched that 'Coaching Corner' webinar, so that's not something I really want to pull back up since I've already seen that recently." So, you might find other resources that you haven't seen or accessed that might be at a higher level or a lower kind of … It might be more beginning that you just had not seen before, used before – or something that's more advanced that you really want to dig into.
So, I think that's a great point that, even though we have these kind of labels and categories, it doesn't mean that because you have been coaching for a long time, there's not a use in looking at those beginner resources. Or as a beginner, you shouldn't go ahead and look at the advanced resources.
Joyce: Right. And then I guess the other question, and just thinking, like, if Andrea or Elena, and looking at the resource family, the document's not set up to where resources have to be used in a certain order. It's more kind of based on the individual needs. Is that right?
Ragan: Yeah, that's a great point too. So, it's not … You don't have to go through the beginning and then the intermediate and advanced. It's really picking and choosing what's most useful for you or for you to share with others, as we'll see in Andrea's case too.
Joyce: OK. I see responses still kind of coming in. And, again, Sarah is sharing some of those responses back out with you in that Q&A widget. So, be sure and take a look there, because those are other ideas that you may take away on how you could use the resource family as well.
Ragan: Right, so, like Joyce said, keep entering those responses, but we're going to go ahead and move forward and look at some ideas about what Andrea might use from the resource family.
So, again, she was focused on shared goals and action planning and providing that constructive feedback which, of course, will be within our "reflection and feedback" section on our resource family. So, first, Andrea decided to dig a little deeper into the shared goals and action planning. And because she is more of a veteran coach, or someone who's been coaching for a while, she decided to start with those advanced resources to see if there are some things in there that could be useful for her.
So, within those advanced resources, she saw the "Coaching Corner" webinar, action plans, the road map of PBC, and she had not watched this webinar before, so she really wanted to see what kind of information was there. So, she decided to watch the webinar, and after watching the webinar, she decided to use one of the ideas for using the resource, which was to use the action plan quality checklist that's included in the materials for that webinar, to review her goals that she's been creating recently. So, she decided to take a goal from each one of her coachees, that she and her coachees had co-developed, and to really assess it, using that checklist. And that really helped her identify some areas that she wanted to improve in her goal writing.
She also looked at the reflection and feedback, right, to help her with that constructive feedback piece, and so she decided, looking again at the advanced resources, that she would view the "Coaching Corner" webinar on "Reflection and Feedback Strategies for Success." She identifies strategies that she wanted to try out in her next reflection and feedback meetings with coachees.
And Andrea's organization, her program uses the Coaching Companion. I know many of our audience members might also be using the Coaching Companion or interested in looking into the Coaching Companion. If you're not familiar with the Coaching Companion, it's an online platform built to support practice-based coaching implementation. So, since Andrea's program is using the Coaching Companion, she chose to create a goal and action plan for herself within Coaching Companion using the strategy of reviewing video during her upcoming "reflection and feedback" meetings. And you'll see that that's … Again, one of the ideas for using this resource is to really identify strategies from it that you want to try out. So, she identified that strategy. Using the strategy will help Andrea know if coachees are watching the videos and understanding the feedback she's provided. So, within Coaching Companion, Andrea will provide feedback on the focused observations that her coachees upload. And so, now she's decided that in the meetings, they're going to review those videos together. Previously, she had watched the videos and made comments in Coaching Companion before the "reflection and feedback" meetings, but she'd not been reviewing the videos and comments with the coachee during the meeting. So, this is kind of adding that extra layer of support and making sure the coachees are really understanding and seeing her feedback.
So, Andrea decided to write an action plan for herself, which is the tip here, and her goal is, "I will ask reflective questions, while watching the focused observation video with the coachee after I've identified and tagged supportive and instructive feedback in the video." Her action-plan steps include tagging the video prior to the meeting, identifying reflective questions to ask during the video meeting, and asking at least three reflective questions during the viewing with the coachee. So, Andrea also reviewed the documents that are provided with constructive feedback examples. Oh, I'm so sorry. And she reflected on her recent delivery of constructive feedback and tried writing some sample constructive feedback for upcoming coaching needs. So, just out of that one webinar, that one set of resources, so the webinar as well as the constructive feedback tips, she got some really good ideas about how she could support constructive feedback in her coaching meetings and was able to develop an action plan for herself around this skill.
So, now that we've seen how Andrea was really using the resource family for herself and finding resources for her to enhance and hone her coaching skills, let's think about another way that Andrea might use the resource family. So, Andrea, who is a veteran coach, has three new coachees who never participated in practice-based coaching before. So, these are people that are new to coaching and the coaching process. She really wants to build their knowledge of PBC so support their buy-in and understanding of the process and to help facilitate that collaborative partnership with them. So, we're going to do the same thing here that we've done the last couple of times we've introduced a scenario. So, if you were trying to give Andrea some support or some tips around this, what resources would you recommend to Andrea to share with her coachees? Where would you look in the resource family for that? Right? So, again, Andrea's looking for resources to share with her new coachees that have never been a part of practice-based coaching before. So, we want you to think about, what resources would you recommend, and where would you look in the resource family?
So, we're going to do the same thing where we give you a couple of minutes to look through it and type your ideas in the Q&A. And then we will push some of those ideas out and share some of those ideas with everyone. So, we'll give you a little bit of time to do that, couple of minutes, and then we'll come back together and check out some ideas.
So, Joyce, as I was thinking about this scenario, when we talk to programs about really kind of building what we call that culture of coaching in a program, this is one of those things that I think programs are now really thinking about, which is how to really prepare coachees for coaching, right? May not be something that a program or a coach has thought about before, but it's a really important part for that collaborative partnership.
Joyce: No, definitely. I was kind of having some of those same thoughts about how this resource family – and we're talking about it here with our "Coaching Corner" webinar, right? And our audience here, coaches, and those supporting coaching … But how it's just as important for the coachees to kind of be engaged, and what a great way and what a great resource to have where you can automatically go to and pull things that could be used for those that are receiving coaching as well. And then it also made me kind of think about … I guess this is just another question for you, Ragan is … So, could you see this resource being used by kind of a practice-based coaching, that implementation team, that kind of makes some of these decisions about kind of how coaching happens, what's the focus of coaching, kind of PD related to coaching, all of those things. Could you see this resource being used to kind of help plan out the coaching PD efforts of the year by the team?
Ragan: Yeah, I think that's a great question, Joyce. I think that, definitely, we want to see this used in lots of different ways, and one of those ways is, we know that a lot of people who are part of those implementation teams may not have a great understanding of practice-based coaching and what that looks like and how much time and energy from coaches and coachees is involved in that. And so, using some of these resources to really give that information about coaching and what's involved can really help, I think, teams that are thinking about how to implement this better understand so that they can then make a plan that's actually doable around implementing coaching.
Joyce: Yes. Definitely. I could definitely even see maybe taking this resource and developing almost an onboarding process maybe for everyone involved, whether it's a coach or a coachee or, say, someone that's new to the implementation team or for and ed manager maybe thinking, "OK, so someone's going to come on. What are the things that we could pull together that would give them the knowledge and kind of the foundation they need to be successful in whatever their role is?" Don't you think?
Ragan: Yeah, I think that's an excellent idea. Again, we don't want this … We say this is resource family for coaches, but it really can be used much more broadly than that and can be used as a planning piece as something to provide information that anyone that's engaged in or needs to know about coaching, right? That's what practice-based coaching is and how it's delivered.
Joyce: Right.
Ragan: I see our responses are slowing down, and I want to make sure to give you an opportunity to see some of the resources that Andrea uses. We saw some great responses. So, let's look at what Andrea might use to support her coachees. So, Andrea reviews the suggested resources for "What is PBC?" So, again, those kind of general PBC resources. She decides to watch the PBC overview videos with her coachees. And so, really … I'm sorry. She decides to watch the PBC overview video with her coachees in the first meeting to really introduce the coachees to practice-based coaching, including the purpose and the process of coaching. So, it really serves as kind of a jumping-off point for that conversation around how PBC is going to be delivered.
Andrea is currently supporting her coachees virtually, so she has a Zoom meeting with each coachee and shares her screen to video together. She also shares the video and the PBC overview document with her coachees through the Coaching Companion in case they want further information. So, again, using those kind of beginner resource around practice-based coaching … But the document and the overview video ... And, again, you can see those are ideas for using this resource within the resource family too. So Andrea had two of her coachees that are really interested in learning more about the PBC process. So, she discusses with the coachees and their supervisor the possibility of completing the practice-based coaching modules on the iPD, or the individualized professional development portfolio as a part of the professional development requirement. So, this is meeting some of those requirements that they had to complete professional development hours while really digging into something that will help them with participating in coaching and understand PBC better. And this is that advanced resource. So, she's only sharing this with a couple of her coachees that really, really want to learn more and feel like they need to learn more to participate in coaching. So, those are a few ideas of how Andrea used this, and we saw, again, some other ideas around how these could be used with coachees, not just how our resource family can be used with coaches.
So, we know that we have given you a lot of resources in the PBC resource family. We hope that you'll find it useful as you're trying to find resources to support your coaching and to support other people, as we mentioned, in your program as they need to learn more about PBC or know more about how PBC happens.
We want to remind you that the MyPeers practice-based coaching group provides an opportunity to discuss your coaching successes, challenges, and questions with other Head Start and Early Head Start coaches. MyPeers would be an excellent place to share how you're using the resource family or to share other resources that you've come across that may not be included on the resource family. And so, you can also ask others about the resources they've used through MyPeers.
Just a reminder, if you didn't already know, if you're a Coaching Companion user or are interested in Coaching Companion, many of the resources included on the resource family are also available in the Coaching Companion resource library. And you can share with your coachees or possibly with others in your program through the Coaching Companion. So, that's another way to really kind of share these resources we've compiled into the resource family.
So, as Joyce mentioned, as we talked about earlier, we want to make sure that this resource was developed with coaches as our primary audience, but we do want you to be able to share this resource family with others in your program with your coachees. If you're an ed manager or someone who's supporting coaches watching this, we want this to be a resource for you, as well. So, it's not only for coaches but for anyone who kind of touches PBC in your program that might need more information or more resources around just knowledge of PBC or implementation.
Descubra los muchos recursos disponibles para que los coaches apoyen la implementación del Coaching basado en la práctica (PBC, sigla en inglés). Revise los recursos disponibles para cada componente del ciclo del PBC. Descubra materiales para apoyar la creación de asociaciones colaborativas. Aprenda a desarrollar evaluaciones de necesidades, metas compartidas y planes de acción. Explore estrategias para realizar observaciones enfocadas, apoyar la reflexión y proporcionar comentarios eficaces (video en inglés).
Nota: Las herramientas de evaluación, certificado y participación mencionadas en el video estaban dirigidas a los participantes del seminario web en vivo y ya no están disponibles. Para obtener información sobre los seminarios web que se transmitirán próximamente en directo, visite la sección Próximos eventos (en inglés).
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Diapositivas del seminario web (en inglés)
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Resource Type: Video
Series: Serie La esquina del coaching
Última actualización: June 29, 2021